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Looking beyond a Single Score: Examining Student Mathematical Strengths Using ALEKS Data

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Bibliographic Details
Title: Looking beyond a Single Score: Examining Student Mathematical Strengths Using ALEKS Data
Language: English
Authors: Christopher G. Lechuga, Jeffrey Matayoshi, Shayan Doroudi
Source: Educational Assessment. 2025 30(3):219-247.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 29
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Elementary Education
Grade 6
Intermediate Grades
Grade 7
Grade 8
Higher Education
Postsecondary Education
Descriptors: Intelligent Tutoring Systems, Mathematics Achievement, Mathematics Instruction, Educational Technology, Middle School Students, Grade 6, Grade 7, Grade 8, Mathematics Skills, Class Rank, Student Evaluation, Measurement, Remedial Mathematics, Algebra, College Students, Scores
DOI: 10.1080/10627197.2025.2485928
ISSN: 1062-7197
1532-6977
Abstract: Although popular educational theories regard ability as being intrinsically multidimensional, academic ability is typically measured with a single, overall score. In this paper, we examine data from the adaptive tutoring system ALEKS to compare three metrics that measure different constructs of mathematical ability that vary in dimensionality. We find that rankings on the abilities associated with teacher-created modules show substantially more variation than rankings based on estimates of overall ability. For example, using a multidimensional metric, we find that 80% of students (and more than half of the students with an incoming overall score in the bottom quartile) had above-median rankings on at least one module. We discuss the potential impact of our findings related to instructional practices such as ability grouping and teaching practices that value naming and recognizing student mathematical strengths within the classroom.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1490796
Database: ERIC
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Description
Abstract:Although popular educational theories regard ability as being intrinsically multidimensional, academic ability is typically measured with a single, overall score. In this paper, we examine data from the adaptive tutoring system ALEKS to compare three metrics that measure different constructs of mathematical ability that vary in dimensionality. We find that rankings on the abilities associated with teacher-created modules show substantially more variation than rankings based on estimates of overall ability. For example, using a multidimensional metric, we find that 80% of students (and more than half of the students with an incoming overall score in the bottom quartile) had above-median rankings on at least one module. We discuss the potential impact of our findings related to instructional practices such as ability grouping and teaching practices that value naming and recognizing student mathematical strengths within the classroom.
ISSN:1062-7197
1532-6977
DOI:10.1080/10627197.2025.2485928